'No! Turn the Pages!' Repositioning Neuroqueer Literacies
| Autor: | Monica C. Kleekamp |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Linguistics and Language
Secondary education Picture books media_common.quotation_subject Teaching method Situated learning 05 social sciences Media studies 050301 education Language and Linguistics Literacy Education Interpersonal competence 0501 psychology and cognitive sciences Sociology 0503 education Competence (human resources) 050104 developmental & child psychology Social theory media_common |
| Zdroj: | Journal of Literacy Research. 52:113-135 |
| ISSN: | 1554-8430 1086-296X |
| DOI: | 10.1177/1086296x20915531 |
| Popis: | Recent literacy research has made substantial contributions to expanding definitions of literacies beyond stringent parameters of decoding print. These inquiries have intersected with topics such as multimodality and critical literacy in general education literacy classrooms. However, students in isolated special education settings labeled with dis/abilities such as autism or intellectual disability often only receive reading instruction emphasizing functional skills and sight words. The data for this study emerged from a secondary isolated special education classroom where students identified as significantly dis/abled responded to inclusive picturebooks. Analysis is framed by the scholarship on neurological queerness. Findings illustrate how students engage in literacy practices via neuroqueer asocial actions and embodied inventions when they are presumed as competent by teachers and staff. These findings challenge deficit orientations guiding special education literacy instruction and offer implications and openings for continuing to expand who counts as literate and what counts as literacy. |
| Databáze: | OpenAIRE |
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